• Proceedings of the KSPS conference
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• 2007.05a
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• pp.78-83
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• 2007

The purpose of present study was to investigate the characteristics of disfluency between the Korean-English bilingual and Korean monolingual children, matched by their chronological age with the bilingual children. Twenty-eight children, 14 bilingual children and 14 monolingual children participated in this study. The experimental tasks consisted of the play situation and the task situation. The conclusion is (a) The score of total disfluency of the bilingual was significantly higher than that of the monolingual. The score of normal disfluency of the bilingual was significantly higher than that of the monolingual. The most frequent type is Interjection in both groups. All shows higher score in the task situation than the play situation. The bilingual children have quantitative and qualitative differences in disfluency score and types from the monolingual. (b) The bilingual were divided into two groups such as 6 Korean-dominant bilingual and 8 English-dominant bilingual. All shows more disfluency in their non-dominant language. The most frequent type is Interjection in both groups. (c) The higher the chronological age and the expressive language test score is, the lower the disfluency score is. The earlier the exposure age to the 2nd language is, the higher the disfluency score is. There is no correlation between resident month at foreign country and the disfluency.

• Speech Sciences
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• v.8 no.1
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• pp.123-133
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• 2001

This case study investigated the assessment and treatment of bilingual children using a 4.5 year old bilingual child. We also compared treatment methods for bilingual children in the U.S. and in Korea, respectively. Given the lack of unbiased assessment tools, it was difficult to evaluate the child properly. In addition, the study of the linguistic characteristics of bilingual children have not been researched extensively in Korea. As a result, there were limitations in assessing the child. However, once all requisite information had been gathered, he was assessed as a bilingual child with specific language impairment (SLI) and his skill in both languages was considered equivalent. During treatment sessions, the child exhibited diverse linguistic characteristics and interesting error patterns which were not evident in monolingual SLI. However, it was difficult to assess whether the error patterns exhibited by the subject were attributable to his own bilingual characteristics or not. This was further complicated by the lack of previous research on the bilingual child's linguistic characteristics. His progress differed from one area to another. Furthermore, we illustrated some of the limitations in assessing bilingual children and proposed several considerations that should be met before treatment is initiated.

• Korean Journal of Child Studies
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• v.21 no.4
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• pp.69-79
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• 2000

This study compared the English and the Korean receptive competency of bilingual children with that of English and Korean monolingual children, respectively. The relation between English and Korean receptive competency of bilingual children was examined by age and gender. Subjects were 27 bilingual, 30 Korean monolingual, 24 English monolingual children. They were administered the revised form of the Peabody Pictures Vocabulary Test in Korean and English versions. Results show that bilingual children's Korean receptive competency is lower than those who spoke only Korean, and bilingual children's English receptive competency was a little lower than those who spoke only English, but the difference narrowerd with age. The relation between Korean and English competency in bilingual children was negative in 4- and 5-year-olds but became positive in 6-year-olds. This study shows that the two points-of-view on bilingual language development should be applied differently depending on children's age.

• Journal of Families and Better Life
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• v.33 no.2
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• pp.103-117
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• 2015

Family environment plays a significant role in adolescent development. Multicultural adolescents in Korea are brought up in a distinctive family environment, where they get to experience two different cultures within their families. Thus, it is important to examine how internal characteristics of the family environment in multicultural families and interactions between family members influence adolescents. The aim of the current study was to examine structural relationships among Southeast Asian mothers' and Korean fathers' bilingual socialization, adolescents' attitude toward mothers' native culture, and mother-adolescent relationship satisfaction. Specifically, the following two questions were addressed in this study: 1) Does bilingual socialization of each parent affect adolescents' attitude toward mothers' native culture? 2) Does children's attitude toward mothers' native culture affect mother-adolescent relationship satisfaction? To answer these questions, the survey data from the '2012 Nationwide Survey of Multicultural Families' was analysed, using SEM. The sample consisted of 318 multicultural adolescents (aged 9-17) living with Korean fathers and immigrant mothers from Southeast Asia. The main findings were as follows. First, Korean fathers' bilingual socialization had a positive effect on immigrant mothers' bilingual socialization. The path from Korean fathers' bilingual socialization to adolescents' attitude toward mothers' native culture was significantly mediated by immigrant mothers' bilingual socialization. Second, adolescents' attitude toward mothers' native culture had a positive effect on mother-adolescent relationship satisfaction. Results suggest that Korean fathers' bilingual socialization is an important factor for bilingual socialization of multicultural adolescents. It is also worth noting that each parent's bilingual socialization helps multicultural adolescents to form a positive identity as a member of multicultural families.

• Speech Sciences
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• v.10 no.4
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• pp.241-254
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• 2003

The purpose of the present study was to investigate the sentence comprehension strategies used by Korean/English bilingual children when they listened to sentences of their first language, i.e., Korean. The framework of competition model was employed to analyze the influence of the second language, i.e., English, during comprehension of Korean sentences. The participants included 10 bilingual children (ages 7;4-13;0) and 20 Korean-speaking monolingual children(ages 5;7-6;10) with similar levels of development in Korean language as bilingual children. In an act-out procedure, the children were asked to determine the agent in sentences composed of two nouns and a verb with varying conditions of three cues (case-marker, animacy, and word-order). The results revealed that both groups of children used the case marker cues as the strongest cue among the three. The bilingual children relied on case-marker cues even more than the monolingual children. However, the bilingual children used animacy cues significantly less than the monolingual children. There were no significant differences between the groups in the use of word-order cues. The bilingual children appeared less effective in utilizing animacy cues in Korean sentence comprehension due to the backward transfer from English where the cue strength of animacy is very weak. The influence of the second language on the development of the first language in bilingual children was discussed.

• Korean Journal of Child Studies
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• v.29 no.6
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• pp.147-161
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• 2008

The present study compared characteristics of Korean nominal particles (occurrence, error, error patterns) of ten 5- to 6-year-old Korean-English simultaneous bilingual children with ten Korean monolingual children. Data were analyzed by Mann-Whitney U test and Spearman Rank Correlation and by qualitative analysis. Results were (1) bilingual children showed significantly lower frequency based on the number of occurrence of nominal particles per utterance. (2) The error percentage of adverbial markers was significantly higher for bilingual children. (3) Error patterns of bilingual children showed a higher percentage of in-case substitution and double use error. These findings suggest that Korean-English simultaneous bilingual children have a different Korean nominal particles development from Korean monolingual children.

• Proceedings of the Korean Society for Language and Information Conference
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• 2002.02a
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• pp.249-258
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• 2002

We propose an algorithm for the automatic acquisition of a bilingual lexicon in the legal domain. We make use of a parallel corpus of bilingual court judgments, aligned to the sentence level, and analyse the bilingual context profiles to extract corresponding legal terms in both languages. Our method is different from those in past studies as it does not require any prior knowledge source, and naturally extends to multi-word terms in either language. A pilot test was done with a sample of ten legal terms, each with ten or more occurrences in the data. Encouraging results of about 75% average accuracy were obtained. This figure does not only reflect the effectiveness of the method for bilingual lexicon acquisition, but also its potential for bilingual alignment at the word or expression level.

• Research in Mathematical Education
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• v.20 no.1
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• pp.51-56
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• 2016

This paper is devoted to evaluate the effect of bilingual mathematics learning of Mongolian students in the primary school of Inner Mongolia. The study used tests and examined 305 Mongolian students' math achievement from Mongolian school and 277 Mongolian students from Mongolian and Han mixed school, at the same time 301 students from Guangxi regular primary school for comparison. Multivariate statistical analysis shows that there is no significant difference between these students. The results showed that the implementation of bilingual mathematics education in Inner Mongolia have achieved the desired effect. The reasons leading to the observed results are analyzed. There is a long history of bilingual education in Inner Mongolia, so the bilingual education system is complete, and the bilingual teaching resources are relatively abundant, especially the mathematics term translation between Mongolian and Chinese is standardized and unified.

• Korean Journal of Child Studies
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• v.24 no.6
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• pp.1-14
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• 2003

In contrast with Zelazo and Frye (1997) who argued that preschool children lack the conscious representation and executive functioning needed to solve problems based on conflicting rules, Bilaystok (1999) identified analysis(representation) and control(selective attention) as components of language processing and has shown that control develops earlier in bilingual than in monolingual children. This study investigated the effects of bilingualism on children's cognitive ability and language development by comparing Korean- Chinese bilingual with Chinese monolingual children in Yanji. Sixty children 3 to 5 years of age in each of the bilingual and the monolingual groups in Yanji, China participated in ths study. Results showed that bilingual were more advanced than monolingual children in solving problems requiring a high level of control, confirming Bialystok's(1999) results.

• Speech Sciences
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• v.14 no.2
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• pp.73-87
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• 2007

The aim of this study was to examine the articulation characteristics of preschool children in the bilingual or monolingual environment. Subjects included 23 children of 4 to 6 years old in the bilingual environment, and 19 children of monolingual environment. Their speech was evaluated in terms of articulation correctness and intelligibility by the author and a speech therapist. Results showed as the following: First, there were some significant differences between bilingual and monolingual children in the percentage of consonants correctly articulated. But there was no significant difference between their language environment or ages in the percentage of vowels correctly articulated. Second, there were some significant differences between the bilingual and monolingual children in the intelligibility of word articulation. Also, there were some significant differences between the two language groups in the sentence intelligibility. There was a high positive correlation between the word and sentence intelligibility.